Week Five Agenda

Thursday 28 September 

Noteworthy:

• A gentle reminder: the Green Field Placement Data Form
• How to fill out the form for the background check
• Writing an even better blogpost: Let’s look at the rubric and the course blog assignment and consider the readings…
• Based on the reading for next week, please compose and bring three (3) discussion points, questions, and/or related materials to share, etc.
• Readings for next week:
  • Part 1 : Curtis, D. and Carter, M. (2000) Chapter 2: Study Session: Learning to See. pp. 9-22.
  • Part 2 : Rofes, E. (2005) A Radical Rethinking of Sexuality and Schooling: Status Quo or Status Queer? New York : Rowman & Littlefield, Publishers, Inc. Chapter 1: Beyond the Bruising Sites of Boyhood. pp. 1-18.
• For class next week, please prepare to discuss the following questions: Rofes (2005) makes clear distinctions between liberal and radical conceptualizations of addressing homophobia and heterosexism in k-12 schools. Prepare to discuss these distinctions with examples from schools you attended. How does Rofes (2005) discuss childhood? What do the liberal and radical distinctions of addressing homophobia and heterosexism have to do with contemporary understandings of childhood? What do you believe and what is your vision for the school where you hope to be teaching in the next four years?

Readings: 

• Educational foundations, Pt. II Who Are Today’s Students? p. 29
• Educational foundations, Chapter 4 What Should Teachers Do? Ebonics and Culturally Responsive Instruction / Lisa Delpit, p. 31
• Educational foundations, Chapter 5. Racism, Discrimination, and Expectations of Students’ Achievement / Sonia Nieto, p. 44

Discussion I: Who are Today’s Students? The Complexities of Race in American Education 

Part 1. The Plurality of Black Lives — Introduction

• African Americans by the Numbers -From the U.S. Census Bureau
• The Movement for Black Lives
• JCU Black Students in Action

Part 2. The wondrous confusions regarding Ebonics /  African American Vernacular English — Lisa Delpit

• Code Switching (Video |10m)
• Validating the lived experiences of our students — “talk about your mama”
• The power of Code Switching
• E-Z Weezy (p. 32)
• The Language of Atlantis | Reader’s Theater & PollEverywhere (p. 38)

Discussion II: Institutional Racism — Sonia Nieto

• Brown v. Board of Education
  • Brown v. Board of Education National Historic Site
  • History – Brown v. Board of Education Re-enactment
  • Brown v. Board of Education  (Video | 2.2m)

• 60 Years Later, Remembering The Little Rock Nine & School Integration   (Podcast | 4m)
• Institutional Racism
  • Ohio Coalition for Equity & Adequacy of School Funding
  • Children in American Schools | Bill Moyers & Jonathan Kozol
  • Where Race Lives
  • A Girl Like Me (Video | 7.4m)

Discussion III: Privilege & Leveraging Privilege

• Defining Privilege?
• Understanding My Privilege | Sue Borrego (Video | 12m)
• ‘I Won’t Be Silent’: Serena Williams on the Fear of Driving While Black
• ORGANIZING YOUR PRIVILEGE   | So ask yourself… “What is my privilege? What resources or skills do I have that can be leveraged for social change and how can I enable my friends to realize and act in the same way?”
• White Privilege
  • Beyond Guilt or Shame
  • Solidarity Activism
  • Leveraging Privilege
• Listening to and working with our students and their community —  Teaching as solidarity activism.

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Assignment Due Monday 2 October:  BlogPost4